Beneath the Surface of Developmental Dyslexia Beneath the Surface of Developmental Dyslexia Frith U, 1985, Beneath the surface of developmental dyslexia, Surface Dyslexia, 32, pp. 301-330, viewed 10 February 2015. Frith (1985) illustrates the meaningfulness in comparing between acquired and developmental disorder. The article commences by defining developmental dyslexia as a disorder where there is no gaining of reading skills. Frith notes that a disorder with lost reading skills denotes acquired dyslexia. The article provides in-depth understanding of development disorder. It is replete of a number of empirical data that supports Frith’s point. Frith presents a number of theories regarding reading acquisition in the article. The theories posit four stages that illustrate the development of reading. In addition, the article presents the three strategies that constitute development of reading. The three strategies include logographic, orthographic and alphabetic skills. The logographic skills relate to the immediate recognition of familiar words. Frith explains that the process of recognizing words require component of salient graphic to serve as important cues. The article precisely defines orthographic skills as an instantaneous analysis of words into the orthographic units. On the other hand, alphabetic skills connote the use and knowledge of each grapheme and phoneme as well as their correspondences. The article extends to present the inherent failures that each of the three principles possesses. However, the article fails to provide a credible developmental model, which explains its limitation. Even though Frith presents substantial work in this article, a need still lies to present credible model, which can function to alert individuals to the existing fallacy that acquired and developmental disorders are similar.